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Translanguaging Practices of Multilingual Learners in the German As a Foreign Language Class

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Translanguaging Practices of Multilingual Learners in the German As a Foreign Language Class University of Texas at El Paso ScholarWorks@UTEP Open Access Theses & Dissertations 2020-01-01 Translanguaging practices of multilingual learners in the German as a foreign language class Annabell Sahr University of Texas at El Paso Follow this and additional works at: https://scholarworks.utep.edu/open_etd Part of the Bilingual, Multilingual, and Multicultural Education Commons Recommended Citation Sahr, Annabell, "Translanguaging practices of multilingual learners in the German as a foreign language class" (2020). Open Access Theses & Dissertations. 3032. https://scholarworks.utep.edu/open_etd/3032 This is brought to you for free and open access by ScholarWorks@UTEP. It has been accepted for inclusion in Open Access Theses & Dissertations by an authorized administrator of ScholarWorks@UTEP. For more information, please contact [email protected]. TRANSLANGUAGING PRACTICES OF MULTILINGUAL LEARNERS IN THE GERMAN AS A FOREIGN LANGUAGE CLASS ANNABELL SAHR Doctoral Program in Teaching, Learning and Culture APPROVED: Timothy Cashman, Ph.D., Chair Erika Mein, Ph.D. Jesus Cisneros, Ph.D. Stephen L. Crites, Jr., Ph.D. Dean of the Graduate School Copyright © by Annabell Sahr 2020 TRANSLANGUAGING PRACTICES OF MULTILINGUAL LEARNERS IN THE GERMAN AS A FOREIGN LANGUAGE CLASS by ANNABELL SAHR, MSC DISSERTATION Presented to the Faculty of the Graduate School of The University of Texas at El Paso in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Department of Teacher Education THE UNIVERSITY OF TEXAS AT EL PASO May 2020 Abstract Translanguaging of multilingual learners in the German classroom is a qualitative study situated at the border between Mexico and the United States. This participatory action research explores how bilingual students learn German at the university level. The data collected includes participatory observations, memos, audio-recordings of all in-class conversations for the duration of one semester. A total of three German classes participated. Furthermore, three phenomenological interviews were conducted with each participant. Additionally, focus group interviews were conducted. The recordings were transcribed and analyzed for emerging themes. Findings from the in-class conversations show translanguaging as an applied learning strategy. Findings from the interviews point to the connection between the participants’ backgrounds including previous educational experience, language ideologies and language use shown in the German class. iv Table of Contents Abstract.…………………………………………………………………………………… ........ .iv Table of Contents .............................................................................................................................v List of Tables ................................................................................................................................. ix List of Figures ..................................................................................................................................x Chapter 1: Introduction ...................................................................................................................1 Significance.............................................................................................................................5 Purpose and Limitations .........................................................................................................5 Chapter 2: Conceptual framework ...................................................................................................6 Language ideology ................................................................................................................13 Language identity..................................................................................................................14 Literature review ...................................................................................................................14 Translanguaging in the classroom ...............................................................................14 Translanguaging to promote language acquisition .....................................................18 Translanguaging to integrate and include students ......................................................18 Code-switching ............................................................................................................19 Multilingual identity ....................................................................................................20 Heteroglossia................................................................................................................21 Border pedagogies .......................................................................................................23 Language choices of multilingual learners of German in a Texas border town ..........27 Positionality .................................................................................................................31 Gaps in literature on German language learners ..........................................................32 Parameters for the review ............................................................................................33 German as a foreign language at universities in the United States ..............................36 German language learning at universities in the United States ...................................37 Language discourse in the United States .....................................................................38 Gaps in the literature ....................................................................................................40 Chapter 3: Methodology ................................................................................................................40 Rationale ...............................................................................................................................41 Why this study? The Pilot ............................................................................................43 v Why this study? The focal research project ................................................................44 Research design ....................................................................................................................44 Situatedness of the research .........................................................................................45 The study participants .................................................................................................46 Positionality/role of researcher ....................................................................................47 Data collection ......................................................................................................................48 Participant observations & memos ..............................................................................48 Audio recordings of classroom discussions .................................................................49 Focus groups ................................................................................................................49 Semi-structured interviews ..........................................................................................50 Data analysis .........................................................................................................................52 Thematic analysis.........................................................................................................52 Study limitations ..........................................................................................................54 Chapter 4: Findings from in-class conversations ...........................................................................56 Languaging in the German I Group ......................................................................................57 Languaging in the level II German Groups ..........................................................................84 Chapter 5: Findings from in-class conversations .........................................................................109 In-vivo codes .......................................................................................................................109 Here vs. There ............................................................................................................109 Mexican......................................................................................................................110 Chicana/Chicano ........................................................................................................111 Pocha/Pocho ...............................................................................................................111 Spanglish ....................................................................................................................113 Participants background, language use in class and language ideologies ..........................117 Themes from the interviews................................................................................................153 Border culture with unique language practices ..........................................................155 The real bilinguals are from Juarez ...................................................................158 The made-up language of predominantly Mexican neighborhoods in El Paso 159 Not knowing English on the border is a stigma and humiliating ......................160 Cultural divide following along a language
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